Welcome to the Camtree Digital Library
The Camtree Digital Library publishes peer-reviewed research reports produced by educators from around the world. Library content is freely available to all readers.
Camtree supports educators to reflect on their practice and conduct research to improve learning in their own contexts and organisations, through its website at https://www.camtree.org. Camtree is based at Hughes Hall, University of Cambridge.
Recent Submissions
Item Fitzwilliam Museum: Connections Through Collections(2025)Context: This document summarises the "Connections Through Collections" project conducted by the Fitzwilliam Museum. It addresses how participatory research can place communities at the core of museum practices, aiming to enhance local relevance and achieve organizational change. Grounded in the International Council of Museums’ ethos of ethical and community-participative work, the project showcases co-created initiatives that challenge traditional curatorial norms. Aims: The research sought to center participant agency, knowledge, and lived experiences, fostering active collaboration between museum staff and community co-researchers. It aimed to explore how participatory methodologies can transform museum practices, broaden audience engagement, and integrate community perspectives into collection development and exhibition design. Methods: Employing participatory action research, the project involved 30 workshops with 10 community co-researchers and 25 museum staff. Activities included co-curating the "Tensions of Belonging" display, delivering family and public events, and gathering qualitative data through interviews, surveys, and interactive responses. Collaborative analysis was conducted to ensure community-led insights and decisions. Findings: The project enhanced the Fitzwilliam Museum’s relevance and accessibility for local audiences, as evidenced by increased local attendance and the success of the "Tensions of Belonging" exhibition. It fostered co-researcher agency, skill development, and well-being, with participants engaging in exhibition curation, public speaking, and research. Institutionally, the project catalyzed methodological shifts, integrating participatory practices into exhibitions and contributing to organizational and cultural change. Implications: The initiative demonstrates the potential of participatory research to democratize museum practices, enriching both community and institutional experiences. Other cultural practitioners might consider its emphasis on care, empathy, and community agency as an avenue for creating inclusive, dynamic museum spaces. Long-term impacts include the embedding of participatory models into institutional frameworks and increased accessibility to diverse audiences.Item Assessment for Learning in Maths(2025)Context: This action research case study was conducted in a mainstream secondary school to address the persistent attainment gap in mathematics for pupils with special educational needs and/or those significantly behind age-related expectations. The study focused on identifying and closing gaps in cumulative learning through targeted, scaffolded interventions Aims: The research aimed to evaluate the effectiveness of a Maths Intervention and Supervision Programme that uses detailed baseline attainment data to inform teaching. It explored how concrete, pictorial and abstract methods could support mathematical understanding and confidence, and how best to communicate the intervention model to other educators Methods: Two action research cycles were completed. Data collection included pupil progress tracking, Teaching Assistant journals, pupil voice activities, and confidence scales (including the Blob Tree). Interventions were delivered in small groups using structured resources. In Cycle 2, research conversations informed the development of a resource booklet to support wider implementation. Ethical consent was obtained for anonymous publication. Findings: Year 7 pupils gained an average of +0.495 years in the ‘Number’ strand over 14 weeks, and Year 8 and Year 9 pupils gained +0.388 and +0.275 years respectively in Number over 7-8 weeks. Confidence increased by an average of +2.14 points for all your groups. Case studies showed improved engagement, reduced maths anxiety and greater classroom participation. The intervention booklet clarified the rationale, assessment, delivery and impact monitoring for the intervention. Implications: The study highlights the importance of dynamic assessment, personalised learning roadmaps and concrete resources. It recommends early identification, small group support and staff training. The intervention model offers a replicable framework for inclusive maths practice in secondary education.Item Profound and Multiple Learning Disabilities (PMLD): Attention Autism(2025)Context: The study investigates the effectiveness of the Attention Autism programme as a strategy for enhancing attention and engagement among learners with Profound and Multiple Learning Disabilities (PMLD) in a special school setting. It aims to understand how structured interventions can nurture communication skills in children with special educational needs and disabilities (SEND). Aims: The primary aim of the research is to explore the impact of focusing on attention as a means to foster spontaneous communication and engagement among students with PMLD. It seeks to determine whether the implementation of stages 1-3 of the Attention Autism programme can lead to improved periods of focused attention and responsiveness in classroom settings. Methods: The research employed an action research approach, consisting of cycles that included planning, implementing, and reviewing specific interventions linked to the Attention Autism framework. Ethical consent was obtained for the publication of anonymised data, ensuring the protection of participants' identities throughout the research phase. Findings: Learners demonstrated increased periods of focused attention and greater responsiveness during sessions. Staff noted improvements in anticipation and engagement, aligning with the Engagement Model's assessment criteria. Although Stage ISCED Level 4 Post-secondary Non-tertiary Education was not reached due to time constraints, pupils showed readiness to progress. Learning Support Assistants reported positive impacts and identified practical considerations for scheduling. Implications: The study supports the integration of Attention Autism as a quality-first teaching strategy across the school. It highlights the value of structured, visually engaging interventions in promoting attention and engagement for learners with PMLD. Future research will explore quantitative assessment tools and the Curiosity Programme as a precursor to Attention Autism.Item Disaggregating EAL and SEND(2025)Context: This action research case study explores the intersection between English as an Additional Language (EAL) and Special Educational Needs and Disabilities (SEND) in a mainstream junior school. It addresses the challenge of accurately identifying learning needs in pupils who may present with overlapping or misinterpreted barriers, particularly in contexts of high deprivation and mobility. Aims: The study aimed to investigate how a holistic view of pupil data could support more accurate identification of SEND among learners with EAL. It sought to refine school processes to distinguish between language acquisition needs and learning difficulties, ensuring appropriate support and inclusion. Methods: Using a two-cycle action research model, the study involved data analysis, staff consultation, and scrutiny of school documentation. Whole-school assessment data and contextual information were reviewed to identify pupils consistently working below age-related expectations. Staff meetings and one-to-one discussions informed the development of a new monitoring tool. Ethical consent was obtained for anonymous data publication. Findings: The research revealed that existing systems were largely effective but lacked a mechanism for tracking pupils with persistent learning concerns not yet on the SEND register. A'monitoring list' was developed to capture contextual factors - including EAL status - and support early intervention. Staff valued the holistic approach and contributed to refining SEND procedures. Implications: The study highlights the importance of disaggregating EAL and SEND through careful data analysis and collaborative practice. Other teachers might explore similar methodologies to enhance their understanding of individual student requirements, leading to improved educational practices and inclusivity.Item Wellbeing and emotional support pathway for learners with SEND(2025)Context: This action research case study focusses on addressing the needs of learners with Special Educational Needs and Disabilities (SEND) who attend school but are finding it hard to engage in all lessons due to emotional and wellbeing-related barriers. The study focused on developing a structured wellbeing and emotional support pathway to improve engagement and reduce emotionally based absence from lessons. Aims: The research aimed to identify effective strategies to support learners with SEND who experience difficulties attending lessons. It sought to create a responsive, pupil-led pathway that promotes emotional regulation, a sense of belonging, and gradual reintegration into classroom learning. Methods: An action research approach was employed, structured around two distinct cycles. Each cycle involved planning, implementing, and reviewing steps that collectively informed the progression of the action research process. Ethical consent was duly sought from participants, ensuring the anonymity of all data collected. Key literature was analysed and integrated into the study's framework, guiding the development of the research questions and interventions. Findings: The implementation of the wellbeing and emotional support pathway has led to observable improvements in student engagement and attendance in lessons. Pupils benefited from personalised support, key worker involvement, and graduated reintegration strategies. The pathway included 'Area 1' which involved supported emotional regulation, and 'Area 2' which provided a meaningful curriculum space. Parent/carer involvement was crucial in identifying barriers and celebrating progress. Implications: Subsequent findings from this research may inform educators who work within similar contexts concerning the importance of dedicated support pathways for students with SEND. It highlights the necessity for customisable approaches that address emotional well-being, potentially guiding other educational institutions in developing their frameworks for inclusivity. The case study underscores the collaborative nature of action research and its potential to create meaningful change in school environments.
Communities in Camtree Digital Library
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